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Girls4STEM: Gender Diversity in STEM for a Sustainable Future

Author

Listed:
  • Xaro Benavent

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Esther de Ves

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Anabel Forte

    (Department of Statistics and Operational Research, Universitat de València, Dr. Moliner 50, 46100 Burjassot, Spain)

  • Carmen Botella-Mascarell

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Emilia López-Iñesta

    (Department of Didactics of Mathematics, Universitat de València, Av. Tarongers 4, 46022 València, Spain)

  • Silvia Rueda

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Sandra Roger

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Joaquin Perez

    (Department of Electronic Engineering, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Cristina Portalés

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Esther Dura

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Daniel Garcia-Costa

    (Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

  • Paula Marzal

    (Department of Chemical Engineering, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain)

Abstract

Science, Technology, Engineering, and Mathematics (STEM) are key disciplines towards tackling the challenges related to the Sustainable Development Goals. However, evidence shows that women are enrolling in these disciplines in a smaller percentage than men, especially in Engineering related fields. As stated by the United Nations Women section, increasing the number of women studying and working in STEM fields is fundamental towards achieving better solutions to the global challenges, since the potential for innovation is larger. In this paper, we present the Girls4STEM project, which started in 2019 at the Escola Tècnica Superior d’Enginyeria de la Universitat de València, Spain. This project works towards breaking the stereotypes linked to STEM fields, addressing both boys and girls aged from 6 to 18, but especially trying to open the range of career options for young girls through interaction with female STEM experts. The goal is to spark girls’ interest in STEM disciplines from childhood, so that they become more self-confident in these areas. To achieve this goal, the project is built over three main actions: the Girls4STEM Family Talks, where students, families, and teachers participate; the Girls4STEM Professional Talks, where the target is a general audience; and the Initial Training Seminars for teachers. Short-term results are here presented, showing that aspects related to self-perception and perception from others (family, teachers) play a significant role. Moreover, these results also indicate that there may not be a general understanding of which disciplines are included in STEM.

Suggested Citation

  • Xaro Benavent & Esther de Ves & Anabel Forte & Carmen Botella-Mascarell & Emilia López-Iñesta & Silvia Rueda & Sandra Roger & Joaquin Perez & Cristina Portalés & Esther Dura & Daniel Garcia-Costa & Pa, 2020. "Girls4STEM: Gender Diversity in STEM for a Sustainable Future," Sustainability, MDPI, vol. 12(15), pages 1-17, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:15:p:6051-:d:390833
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    References listed on IDEAS

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    1. Helena Morais Maceira, 2017. "Economic Benefits of Gender Equality in the EU," Intereconomics: Review of European Economic Policy, Springer;ZBW - Leibniz Information Centre for Economics;Centre for European Policy Studies (CEPS), vol. 52(3), pages 178-183, May.
    2. Miguel Ángel Queiruga-Dios & Emilia López-Iñesta & María Diez-Ojeda & María Consuelo Sáiz-Manzanares & José Benito Vázquez Dorrío, 2020. "Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education," Sustainability, MDPI, vol. 12(10), pages 1-18, May.
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    Cited by:

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    2. María Consuelo Sáiz-Manzanares & Raúl Marticorena-Sánchez & Natalia Muñoz-Rujas & Sandra Rodríguez-Arribas & María-Camino Escolar-Llamazares & Nuria Alonso-Santander & M. Ángeles Martínez-Martín & Elv, 2021. "Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective," Sustainability, MDPI, vol. 13(3), pages 1-21, January.
    3. Fashina Aladé & Alexis R. Lauricella & Yannik Kumar & Ellen Wartella, 2022. "Impact of Exposure to a Counter-Stereotypical STEM Television Program on Children’s Gender- and Race-Based STEM Occupational Schema," Sustainability, MDPI, vol. 14(9), pages 1-16, May.
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    7. Natalia Restrepo & Alfonso Unceta & Xabier Barandiaran, 2021. "Gender Diversity in Research and Innovation Projects: The Proportion of Women in the Context of Higher Education," Sustainability, MDPI, vol. 13(9), pages 1-21, May.
    8. María Teresa Alonso & Virginia Barba-Sánchez & María Teresa López Bonal & Hermenegilda Macià, 2021. "Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education," Sustainability, MDPI, vol. 13(18), pages 1-28, September.
    9. Addissie Melak & Seema Singh, 2021. "Women’s Participation and Factors Affecting Their Academic Performance in Engineering and Technology Education: A Study of Ethiopia," Sustainability, MDPI, vol. 13(4), pages 1-22, February.
    10. Arantza Rico & Elena Agirre-Basurko & Aritz Ruiz-González & Igone Palacios-Agundez & Daniel Zuazagoitia, 2021. "Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service," Sustainability, MDPI, vol. 13(8), pages 1-21, April.
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